In many countries across the world, teaching is regarded as a noble profession. However, in some countries, it has degenerated into a low status occupation. This qualitative study explores the life-history of four Zimbabwean teachers and how they were implementing the New Curriculum Framework 2015-2022. The self-identity theory provides the framework for this life-story narrative. Data were collected using three-tier semi-structured interviews, nonparticipatory lessons observations and document analysis. Findings indicate that individuals join teaching for a myriad of reasons. For some it may not be their first, second, or even third career choice. Teachers' life histories seemed to promote or constrain reform implementation. It was interesting that one participant, who became a history teacher by accident appeared to enjoy the profession and embraced the new curriculum. Systematic career guidance and improved remuneration can assist in recruiting committed and gifted individuals to the teaching profession; thereby improving teacher retention and increasing chances of reform implementation. [For the complete Volume 19 proceedings, see ED613922.]